FdA Business and HRM. Programme Specification. Certificate of Higher Education. With exit point at:

Transcription

1 FdA Business and HRM With exit point at: Certificate of Higher Education Programme Specification January 2009

2 Marketing Summary Introduction The Foundation Degree in Business and HRM aims to develop the knowledge and skills required by HR practitioners who are starting their careers in HR or thos aspiring to a career in HR. The broad aim of the programme is to combine academic and vocational study to ensure that participants appreciate and value the relationship between theory and practice. Through this approach, participants are encouraged to become more effective and reflective HR practitioners in their workplaces, but to also appreciate the business and organisational contexts in which HR practices take place. Programme aims The FdA Business and HRM aims to: encourage participants to value their work experience and to relate it to theoretical concepts and constructs in order to develop their knowledge and understanding of management and organisations in general and HR in particular identify and develop the HR skills required to make informed contributions to effective business decision-making and service improvement in their organisations engender leadership and management qualities by developing self awareness and social and technical workplace skills encourage participants to become lifelong learners who are able to continually reflect on their own developmental needs. 2

3 Mode of study Participants may study full-time (2 years) or part-time (3 years).the fact that all learning is academically underpinned and assessed also allows progression to a suitable University honours degree or to further learning and career opportunities. The full-time programme is aimed at participants who are in part-time employment or those who have a relevant work placement. Applicants who are in full-time employment will be considered if their work place offers sufficient flexibility to meet the demands of the programme such that they are able to invest their time in studying outside the normal term dates. Attendance for the full-time course will normally be one day per week. This will consist of 4 taught modules per semester of 2 hours each (8 hours contact time per week). In addition to the taught aspect of the course, participants will be required to undertake work based projects equivalent to 6 hours each week plus 7 hours independent study. Participants will be expected to keep a learning diary/portfolio of activities conducted in the work place as part of their on going work based project. This will require self-evaluation, action planning for improvement and reflection on constructive feedback from the tutor. Thus, participants will be encouraged to take control of their own learning and gain increasing independence. The part-time course is aimed at participants who are in full-time employment or those who have a relevant work placement. Attendance for the part-time course will normally be one or two days per week, depending on the work pattern of the participants. A two-day per week programme would mean participants would study two units in semester A (B) and three units in semester B (A) in years 1 & 2 and three units for both semesters in year 3. The number of contact hours studied in years 1 & 2 is therefore four or six hours per week per semester and six hours per week per semester in year 3. Entry requirements Entry requirements are one A Level or usually 40 points/ BTEC/ NVQ3 or equivalent. Applicants who do not meet these requirements may be considered on relevant work experience and will be invited to interview. 3

4 Structure (full-time) At Level One the programme offers participants the opportunity to acquire knowledge in relevant core business and management subjects. Each subject consists of 15 (1 semester of study) or 30 (2 semesters of study) Credit Accumulation and Transfer Scheme (CATS) *points. Principles of Organisational Semester A Marketing Behaviour Contemporary (15 CATS points) (15 CATS points) Learning and Business Analysis Development in (30 CATS points) Practice Financial Introduction to (30 CATS points) Semester B Communications HRM (15 CATS points) (15 CATS points) Level One Modules On successful completion of Level One, participants may progress to Level Two. At Level Two, participants develop their knowledge and understanding of the general business and management context. Operations Semester A People Management and Development Management (15 CATS points) The Contemporary Employment Relationship (30 CATS points) Workplace Project (30 CATS points) (30 CATS points) Decision Making (15 CATS points) Semester B Level Two Modules 4

5 Through the problem- centred, subject- focused approach to learning that the Workplace Project adopts, participants engage in a rigorous academic experience within a practical HR context. Structure (part-time) Year 1 Contemporary Business Analysis Organisational Behaviour Principles of Marketing Introduction to HRM (30 CATS points) (15 CATS points) (15 CATS points) (15 CATS points) Year 2 People Management and Financial Communications Learning and Development in Development (15 CATS points) Practice (30 CATS points) (30 CATS points) Year 3 The Contemporary Employment Relationship Decision Making (15 CATS points) Operations Management (15 CATS points) Workplace Project (30 CATS points) (30 CATS points) 5

6 Award On successful completion of all 240 CATS points, participants are awarded the FdA Business and HRM and are entitled to use the letters FdA after their name. The award is validated by the University of Lincoln and all successful applicants are invited to the University graduation ceremony at Lincoln Cathedral. The FdA has been designed in line with subject benchmarks for general Business and Management produced by the Quality Assurance Agency (QAA). Further opportunities On award of the FdA, participants may be allowed advanced progression onto the following University of Lincoln programmes: BA Business Studies; BA Business and HRM; the Work Based Distance Learning BA Business Management. *Credit and Accumulation Transfer Scheme. This is a UK-wide scheme used across Further and Higher Education to indicate the length and level of difficulty of courses. 1 CATS point is the equivalent to a notional 10 hours of study. 15 CATS points therefore indicates 150 hours of notional study time (class contact time and self directed study and preparation). A 15 point module indicates the equivalent of one semester of full-time study. A 30 point unit indicates two semesters of full-time study. 6

7 Contents Page 1. Basic programme data 7 2. Programme aims and objectives Educational aims of the programme QAA subject benchmarks Internal contexts External contexts Programme outcomes Knowledge and understanding Subject specific skills and attributes Transferable skills and attributes Learning, teaching and assessment strategies Learning and teaching strategy Assessment strategy Programme structure Regulatory framework 29 Appendix I Curriculum map Appendix II Assessment map Appendix III Benchmarking analysis 7

8 1. Basic Programme Data This document describes one of the University of Lincoln s programmes using the protocols required by the UK National Qualifications Framework as defined in the publication QAA guidelines for preparing programme specifications Final award(s) Programme FdA Business and HRM Other awards using modules from this programme Mode of delivery UCAS code Full time/part time (Full-time variant) (Part-time variant) Awarding body Teaching institution Owning department Programme leader Relevant QAA Subject Benchmark Statements Professional, Statutory or Regulatory Body accreditation University of Lincoln North Lindsey College Higher Education Foundation Degree Qualification Benchmark Business and Management None Programme start date September 2009 Introduction of the programme to be phased? Yes Level 1, first intake Sept 2009 Level 2, first intake Sept

9 Document publication date Date of confirmation of approval by Faculty Revision 1 Date of confirmation of approval of revision by Faculty Change affects another programme? Please specify Revision 2 Date of confirmation of approval of revision by Faculty Change affects another programme? Please specify Revision 3 Date of confirmation of approval of revision by Faculty Change affects another programme? Please specify Subsequent minor modifications to modules within this programme Module(s) Brief description of change including any affect on other programmes 9

10 2. Programme Aims and Objectives 2.1 Educational aims of the programme In developing the aims of the programme, the following pedagogical and practical considerations have been taken into account: the ethos of workbased learning in general, and of FdAs in particular the nature of participants work experience and the relationship between workplace experience and academic study the skills requirement of Framework for Higher Education Qualifications (FHEQ) for Certificate and Intermediate levels the educational aims of the University BA (Hons) Management and BA (Hons) Business Management. The FdA Business and HRM aims to: encourage participants to value their work experience and to relate it to theoretical concepts and constructs in order to develop their knowledge and understanding of management and organisations in general and HR in particular identify and develop the HR skills required to make informed contributions to effective business decision-making and service improvement in their organisations engender leadership and management qualities by developing self awareness and social and technical workplace skills encourage participants to become lifelong learners who are able to continually reflect on their own developmental needs. 10

11 The FdA Business and HRM is distinctive in that, alongside core management modules, it offers participants an opportunity to explore in more depth the principles of HRM and to develop a foundation of skills in the specialism. It combines academic study with problem-centred action learning in the workplace. Participants are encouraged to make links between theory and practice through relevant content, appropriate and varied assessment methods, and through the active involvement of stakeholders from the academic institution and workplace mentors. 2.2 QAA Subject Benchmarks The FdA Business and HRM responds to the United Kingdom QAA benchmark statements for Foundation Degrees and the subject of Business and Management. (Appendix III) provides a detailed specification of the relationship between the programme curriculum and the relevant QAA benchmarks. 2.3 Internal contexts This section describes how the FdA conforms to University and Faculty of Business and Law operational and strategic initiatives, and the North Lindsey College Strategic Plan The University of Lincoln The programme has been reviewed and adapted in response to a number of changes to the University internal context, primarily the decision of the University s Academic Board to retain the current 120 CATS points per level of study for undergraduate degrees, but to change the size of the modules that constitute a degree from 12/24 CATS points to 15/30 CATS points. The result of this change is that full-time participants will usually study four modules in any one semester. The expectation is that the new structure will enable a greater focus, integration and depth of study. The development of FdAs also complements the strategy of the Business School to place greater emphasis on enterprise and work experience where possible. In addition to complying with the revised credit structure, the new programme has been redesigned with the aim of complementing the learning outcomes of relevant University degree programmes in business and management with a view to facilitating progression onto the BA Business and HRM and the recently validated work-based distance learning BA (Hons) Business Management programme. 11

12 2.3.2 North Lindsey College The North Lindsey foundation degree initiative is linked closely with the college s mission with regard to the regional development of higher education, broadening and increasing participation in HE, working closely with business and the wider community, and developing flexible forms of course delivery. The College is seeking to establish an Enterprise Academy by This will include an Enterprise and Business Centre with incubator units for businesses and a Conference Centre. This initiative forms part of the geographical plan of North Lincolnshire Council and has been discussed with the Head of Regeneration at North Lincolnshire council and Yorkshire Forward. The college is also considering, along with the University of Lincoln, a bid to HEFCE under the University Challenge strategic development fund, with a view to developing provision for higher level skills and knowledge transfer. Plans are also in place for a joint project with Yorkshire and Humberside East Lifelong Learning Network (YHELLN) to develop employer co-funded additional student numbers, building upon the excellent track record of the Kingsway Centre in Train to Gain and employer engagement. Given the developments in enterprise, employer engagement and higher level skills, it is particularly important to maintain a robust and diverse provision of FdA programmes in order to offer visible and coherent pathways to learners and employers. North Lindsey College welcomes the development of the BA (Hons) Business Management and regards it as an exciting opportunity to increase the number of learners progressing onto University programmes. It is believed that the flexibilty that the programme offers will prove attractive to work-based learners. 12

13 2.4 External contexts The FdA Business and HRM was originally developed in partnership with employers and focuses on developing the work-related and academic skills deemed relevant to the local public and private sector labour markets. Representatives from the local authority (North Lincolnshire Council) and from the local business community were actively involved in the development of FdAs as a response to addressing the skills deficit identified and expressed locally by employers, particularly through the Kingsway HR and Training Forum, which is hosted by North Lindsey College. Whilst the importance of the Chartered Institute of Personnel and Development (CIPD) is recognised as an important professional body in the field of HR, the CIPD has to a large extent chosen not to involve itself in the development of foundation degrees. The main issue regarding the development of the FdA Business and HRM is one of possible progression onto CIPD programmes. It is envisaged that successful students would be eligible to progress onto the Certificate level of the University of Lincoln postgraduate CIPD programme. However, progression onto the CIPD programme would be subject to evidence of considerable work experience and a rigorous assessment through the University s Accreditation of Prior Learning (APL) process Standards agencies Since the programme was first validated there have been a number of developments in the context of FdAs. The original suite of North Lindsey FdA programmes was mapped to QAA standards and the Management Standard Centre (MSC) standards wherever possible. The MSC has recently (2008) revised its suite of National Occupational Standards for Management and Leadership. There are a number of significant amendments, enhancements and additions, which reflect changes in working practice and incorporate feedback from users of the earlier management standards. In particular, whilst still reflecting the core functions of management, the revised standards place increased emphasis on aspects of work which have gained significance in recent years, for example in the areas of leadership, customer service, knowledge management, procurement and managing redundancy. 13

14 The MSC identifies the following issues that have become increasingly important since 2004 due to change in Government legislation, cultural and environmental development, and technological advances: ageism; cultural awareness; diversity and inclusion; EU impact and regulations; globalisation; international benchmarking; managing diverse teams; managing growth; managing remote teams; managing without power; managing your boss; matrix management and sustainability. The issues of cultural diversity, diversity and inclusion, managing without power and managing your boss are particularly relevant to the client group at North Lindsey as many of them are from outside the UK and in low level organisational posts. One of the recognised challenges for the development of the programme is to increase the diversity of entrants in terms of ethnic background and organisational experience. In the short time since the original validation, FdAs have become an established route to a qualification at Intermediate level in the Framework for Higher Education Qualifications (FHEQ). The distinctive characteristics of integrating academic and work-based learning, employer involvement and flexibility have proved more successful than the other stated intention of providing ready accessibility to higher education and the ability to progress to an honours degree with a further year or more of study. This has certainly been the experience at North Lindsey where the number of participants progressing onto University programmes has been disappointing. It is believed that the validation of the University Work Based Distance Learning BA (Hons) Business Management will redress this issue as its flexibility should be a more attractive alternative for participants. Foundation Degree Forward (FdF) was created to support the development of foundation degrees with the intention of widening and facilitating access to Higher Education. FdF has recently produced a revised strategic plan for The plan identifies the most significant developments that have occurred since 2006: Publication of the Leitch Review of Skills (December 2006) and the government s response regarding higher level skills, Higher Education at Work: High skills: High value (2008). Under Lord Leitch's proposals for increasing workplace skills, 40 % of the working population should be qualified to higher education level (level four) by This requires increasing the number of people with such qualifications from 10 million to 14 million by

15 Establishment of government targets for Foundation degrees and for cofunded higher education provision Development of HEFCE s strategy for employer engagement and funding for institutions to support partnerships with employers Evolution of the Sector Skills Alliance The Sub-National Review and the changing roles of RDAs, Regional Skills Partnerships and local authorities Establishment of the new Commission for Employment and Skills Evolution of Lifelong Learning Networks and Pathfinder Higher Level Skills Strategies North Lindsey College shares FdF s concern that Foundation degrees should not be conceived primarily as supply-side vehicles for growth in higher education (HE). Important though the availability of Additional Student Numbers (ASNs) may be in order to support development of Foundation degrees, it is also important to take account of the view that foundation degrees will fail if they are heavily promoted as a system-wide supply-side recipe for growth what could have been a really imaginative, high quality new venture will collapse under the weight of expectation and likely lowest common denominator development. Watson and Bowden (2005) The turtle and the fruit fly; New Labour and UK higher education , quoted in FdF Strategic Plan , page 7. In reviewing the programme, the aspiration that FdAs should aim to be imaginative, distinctive and high quality HE programmes (FdF Strategic Plan , page 7) has been taken seriously. The challenge has been to develop an academically coherent and theoretically rigorous programme that meets the pragmatic requirements of work-based learners. The aim was to develop an FdA that is valued and valuable, that is, valued as an exit award in itself, and valuable in challenging participants and developing their leadership and management skills. The revalidation has been grasped as an opportunity to review the programme with a view to providing participants with increased opportunities for self development within the context of an academically rigorous programme. Another key factor has been to develop an integrative programme of study that will allow ease of progression onto a 15

16 relevant University Honours programme without the need for an additional bridging programme. The decision has therefore been taken, in consultation with the University, to adopt relevant and appropriate validated University modules wherever possible. In developing additional work-based units, due care has been taken to meet the range and depth of learning outcomes required to facilitate progression onto the final level of the BA Business Management Regional development context Evidence from several sources indicates an economic need for the programme. For example, Yorkshire Forward, the Regional Development Agency, produces the Regional Economic Strategy (RES). The current 10-year strategy ( ) that provides a framework of common priorities around which investment is focused, identifies education as a key priority. One of the stated six long-term key objectives for the economy is to radically improve the development and application of education, learning and skills in the region Demographic data At the time of the original validation there were approximately economically active people in the region, of which approximately were employed within either a managerial or professional capacity and a further 17,900 employed in skilled trades occupations (Nomis, 2005). From the 73,000 economically active adults within the region approximately 36,000 were educated to NVQ Level Three standard whilst approximately 17,000 held a Level Four qualification or above. Jobs within the region were distributed throughout the following sectors 68.7% in Services, 19.9% in manufacturing and 6% employed within construction. Latest figures available from the Office for National Statistics (Nomisweb.co.uk) show a slight increase in all categories: economically active people (81,200); 23,700 employed in a managerial or professional capacity; 19,000 skilled trade, administrative and secretarial. The number of people holding a Level 4 NVQ qualification increased to 18,100. This final figure is particularly interesting as it indicates the challenge facing the development of HE within an FE context. There has been an obvious commitment to training and 16

17 education in the region. The challenge is to provide a work based alternative to the established competence based NVQ provision that currently predominates Competitors A number of commercial and industry- based organisations already deliver accredited Institute of Leadership and Management (ILM) and Chartered Management Institute (CMI) training and continuing professional development in the area. The FdA programme is designed to permit the maximum integration of entrants from this type of programme by way of the University s Accreditation of Prior Learning. For example, learning outcomes have been provided for each level to facilitate the APL process. 17

18 3. Programme Outcomes Programme-level learning outcomes are identified below. The Curriculum Map in Appendix I details how outcomes are deployed across the programme. 3.1 Knowledge and understanding On successful completion of the FdA Business and HRM, participants will be able to: A1 examine the concepts of organisation and organisational environment and their relationship to management A2 evaluate the internal cultural environment of the organisation and the relationship between HR and the wider organisation A3 diagnose specific HR and general management problems and identify appropriate solutions A4 demonstrate an awareness of effective management and leadership within organisations, with particular emphasis on improved decision making A5 appreciate the importance of effective management and people development within organisations A6 recognise and differentiate appropriate operational HR strategies for meeting varied internal and external stakeholder needs within a changing environment A7 identify key contemporary issues in Human Resource Management. 18

19 3.2 Subject specific skills and attributes On successful completion of FdA Business and HRM, participants will be able to: B1 become more reflective HR and management practitioners, and take responsibility for their personal development and their performance within workplace teams B2 demonstrate effective use of the interpersonal skills required to improve organisational performance B3 use a range of established techniques to critically evaluate data and identify solutions to problems B4 evaluate and apply a range of different business theories, models and concepts, within the field of HRM B5 demonstrate self-awareness, openness and sensitivity in dealing with issues of diversity in an organisational context B6 recognise and reflect on the limits of their knowledge and the impact this may have on their ability to make decisions and solve problems. 3.3 Transferable skills and attributes On successful completion of FdA Business and HRM, participants will be able to: C1 demonstrate cognitive skills of critical thinking, analysis and synthesis C2 demonstrate effective oral and written electronic communication skills C3 display competence in the use of quantitative tools and techniques to organise and interpret data C4 identify and appraise the appropriateness and relevance of their own learning methods C5 apply appropriate theoretical tools and techniques to specific management problems 19

20 C6 appreciate the significance of lifelong learning C7 conduct effective research into management, individually or as a team member. 3.4 Learning Outcomes at Level One Participants who have successfully completed the first year of the FdA in Business and HRM (120 Level One Credits) will be able to: demonstrate a good level of knowledge of the underlying concepts, principles, methodologies and skills of HR management coupled with an ability to evaluate and interpret relevance to their own needs present, evaluate and interpret data to develop lines of argument and make sound judgements take responsibility for their own learning through their own self appraisal of performance and the ability to select appropriate tools and approaches when dealing with specific problems work as part of a team for agreed activities. 3.5 Learning Outcomes at Level Two On successful completion of the Foundation Degree (120 Level one credits and 120 Level Two credits) participants will be able to: demonstrate a systematic and critical understanding of what it means to be a successful business and HR practitioner apply organisational theory and business techniques to identify and address practical HR issues and business problems show professionalism and sound judgement in the conduct of their work, aided by their academic studies articulate a critical understanding of the limitations of their knowledge and effective ability to act decisively within a changing work environment 20

21 provide evidence that they are effective, independent learners able to utilise a range of transferable skills, including self-appraisal, critical thinking, powers of communication, effective interpersonal skills, planning and research skills demonstrate an ability to work in teams and to lead them towards agreed objectives and to be fully accountable for their actions to a range of stakeholders. 21

22 4. Learning, Teaching and Assessment Strategies 4.1 Learning and Teaching strategy The learning and teaching strategy adopted within FdA Business and HRM reflects the purposes and objectives set out in the QAA Foundation Degree Qualification Benchmark statement by: providing a balance of intellectual and practical skills along with appropriate opportunities for these to be applied and tested within the participant s workplace specifying learning outcomes that test both the participant s theoretical grasp of the subjects taught and their ability to reflect critically on their application providing work-based learning experiences that reflect the particular needs of the participant s industry or sector taking due notice of the FHEQ and NQF standards operating in the industry, to ensure an integration of academic and knowledge and vocational skills and competencies, taking account of the need for appropriate academic rigour. One of the key strengths of the HE provision within North Lindsey College is the prevailing supportive, participant- centred approach that actively encourages life-long learning. The teaching values of academic staff centre upon: developing students potential developing students as autonomous learners preparing students for career enhancement and promoting life-long learning actively promoting socialisation into HE culture and facilitating progression promoting opportunities for participants to acquire and demonstrate transferable interpersonal, problem-solving and subject specific skills encouraging engagement with real life contexts in applying theoretical learning. 22

23 Historically, academic members of staff have integrated into subject groups within the University. This presents opportunities to participate in Learning, Teaching and Assessment methodologies. The subject teams have substantial experience of the principles and practices of Higher Education and are experienced in designing and delivering a range of business and management programmes at degree level. 4.2 Assessment strategy The assessment strategy has been designed to meet the variety of teaching and learning methods and to ensure that participants have ample opportunities to meet the learning outcomes of each unit. Care has been taken to provide a variety of assessment methods to ensure diversity. Care has also been taken to ensure that participants are offered assessment that is developmental in nature. Assessment therefore ranges from the simple testing of acquisition of knowledge to the more developmental approach of requiring students to demonstrate the application of knowledge in the workplace, and to articulate the learning from reflection upon the process. The table below itemises assessment methods and classifies them against the teaching and learning methods adopted in the taxonomy of programme outcomes at Level One. Programme Outcomes Knowledge & Understanding Intellectual Skills Teaching & Learning Methods Tutor input, tutorial, discussion & lecture Self-directed learning within the workplace Use of guest speakers through Master Classes Seminar activities Individual and group presentations Reading and discussion via the university e- learning platform, MOODLE Reflective practice through the use of personal portfolio Assessment Methods The production of business reports Individual & group presentations The production of learning contracts Evidence of learning within the workplace through reflective commentaries Time constrained assessments Modular assignments based on simulated or case-study work (based on the participants 23

24 Practical Skills Transferable Skills Promotion of self directed learning through the use of informal learning contracts, and work based learning opportunities Continuous formative assessment Real and simulated case study analysis Face-to-face discussion, including the use of high order open questions for consideration, analysis and discussion -Tutor, guest speaker and student input in workshop and electronic environments -Simulated and real life case studies -Guided reading and research -Simulations, role plays, discussions and practical exercises -Work based learning opportunities to enable participants to develop their own personal development needs -Action learning and learning networks -Tutor, guest speaker and participant input in both workshop and electronic environments -Practical activities: case studies, exercises and discussions -Individual diagnostics tools to aid the development of strengths and identify areas of personal improvement via the use of personal development plans -Individual feedback, coaching and counselling from a variety of sources in the workplace and place of study workplace within certain units) The production of learning contracts Evidence of learning within the workplace through reflective commentaries The production of business reports and presentations Formative peer assessment -Formative & summative assessment of inclass work, group and individual presentations -Modular assignments based on simulated or case-study work (based on the participants workplace within certain units) -Feedback from peers, workplace supervisors and mentors -Reflective learning logs based on workplace and classroom learning -Outcomes from learning contracts such as reports, conclusions and recommendations. -Modular assignments based on simulated or case-study work (based on the participants workplace within certain units) -The production of business reports, analyses or presentations, individually and in groups -Evidence of learning in the workplace such as learning logs, reflective commentaries an successful completion of learning contracts -Regular testing of learning and progress Table 4.1: Classification of assessment methods against teaching and learning methods at Level One. The table below itemises assessment methods and classifies them against the teaching and learning methods adopted in the taxonomy of programme outcomes at Level Two. 24

25 Programme Outcomes Knowledge & Understanding Intellectual Skills Practical Skills Teaching & Learning Methods -Tutor guidance during classroom sessions -Self managed learning and research in the classroom and the workplace -Use of guest speakers through Master Classes -Participant input in seminar discussions -Participant presentations based on individual and group research activities -Reading and Discussion via the college E- learning platform (MOODLE). -Reflective practice through the use of personal learning portfolio -The development of independent learning through the use of formal and informal learning contracts that contribute to broader Personal Development Plans -Work-based learning opportunities -Real and simulated case study analysis -Face-to-face discussion, including the use of open questioning to encourage analysis and critique. -Tutor, guest speaker and participant input in both workshop and electronic environments, that will include both tutor and participant- selected issues and content -Simulated and real life case studies -Guided reading and research -Simulations, role plays, discussions and practical exercises Assessment Methods -Business reports -Individual & group presentations -Learning contracts which specify learning aims and methods -Evidence of learning within the workplace, such as reflective commentaries and successful completion of learning contracts -Regular testing of learning via discussions and Q&A sessions during tutorials -Modular assignments based on simulated or casestudy work (based on the participants workplace within certain units) -The production of business reports, analyses or presentations -The production of learning contracts which specify the learning aims and outcomes -Evidence of learning within the workplace, such as reflective commentaries and successful completion of learning contracts -Evidence of engaging in the testing of application to theoretical or beast practice models within the workplace -The use of formative peer assessment and feedback to develop analytical assessment and application skills -Formative & summative assessment of in-class work, group and individual presentations -Modular assignments based on simulated or casestudy work (based on the participants workplace within certain units) -Feedback from peers, workplace supervisors and mentors -Reflective learning logs from learning in the workplace and the classroom 25

26 -Work based learning opportunities to enable participants to develop their own personal development needs -Outcomes from learning contracts such as reports, conclusions and recommendations. Transferable Skills -Mentoring, action learning and learning networks within and between organisations to facilitate problem solving and experience exchanges -Tutor, guest speaker and participant input in both workshop and electronic environments -Practical activities: case studies, exercises and discussions -The use of Individual diagnostic tools to aid the development of strengths and identify areas of personal improvement via the use of personal development plans -Personal benchmarking against a number of professional standards -Use of individual feedback, coaching and counselling from a variety of sources, within both the workplace and place of study -Modular assignments based on simulated or casestudy materials -The production of business reports, analyses or presentations, both individually and in groups -Evidence of learning in the workplace such as learning logs, reflective commentaries and the successful completion of learning contracts in terms of both task and process -Regular testing of achievement and progress Table 4.2: Classification of assessment methods against teaching and learning methods at Level Two. The scheduling and distribution of assessment modes within the programme is shown as Appendix II. Details of individual module assessments are included in module specifications. It is stressed that although participants are required to identify and work closely with a workplace mentor, the academic institution asserts the prerogative for the setting and marking of all assessments. 26

27 5. Programme Structure The FdA Business and HRM adopts the standard FdA model of 240 credit points, Each level must consist of 120 credit points. The full-time programme is delivered over two academic years. The part-time variant is delivered over three academic years. Semester Principles of Organisational A Marketing Behaviour Contemporary Business (15 CATS points) (15 CATS points) Learning and Development in Level 1 Analysis (30 CATS points) Practice (30 CATS Semester Financial Introduction to points) B Communications HRM (15 CATS points) (15 CATS points) Operations Level 2 Semester A Semester B People Management and Development (30 CATS points) Management (15 CATS points) Decision Making (15 CATS points) The Contemporary Employment Relationship (30 CATS points) Workplace Project (30 CATS points) Illustration of modular structure. Modules appearing in bold print are extant University on-campus validated units. Other units have been developed to form the specific workbased element of the programme. A minimum of 30 CATS points workbased units are required at each level. 27

28 Participants are also given discretion and assistance to undertake work specific assignments where possible. Integration of theory and practice is encouraged throughout the programme. For the content, learning outcomes and assessment details of each module please consult the module specifications. The programme has been designed with a work based element therefore it is desirable that participants should either already be HR practitioners or aspire to a career in HR. If a potential participant can demonstrate relevant work experience, gained in a previous occupation, due consideration will be given to them on an individual basis for admission to the course. It is further envisaged that participants will be employed within an organisation willing to be the subject of their projects, however where this is not the case the course team will endeavour to provide access to such an organisation. Flexible and Distributed Learning, and the Virtual Learning Environment As the programme incorporates elements of Flexible and Distributed learning it is managed in accordance with the QAA Code of Practice for the assurance of academic quality and standards in higher education Section 2: Collaborative provision and flexible and distributed learning (including e-learning) - September Whilst no element of the programme uses E-Learning as its only delivery medium, Distance and E-Learning features in the programme. The purpose is to add value to face-to-face interventions and to give participants the flexibility assured through the provision of blended learning opportunities. All participants are given a full induction on the purpose and technicalities of the Virtual Learning Environment where E-learning is hosted. The college s nominated Virtual Learning Environment is MOODLE. It is used to support E-learning securely and successfully. The induction includes a service level agreement between the participants and the tutor that outlines the frequency that tutors will log into the area, will set participant expectations with regards to response times. Participants are actively encouraged to engage in this form of learning. 28

29 To ensure that participants are able to engage in E-learning, sessions may be clearly scheduled on MOODLE. Tasks may be set and formal feedback given to specified timescales. Management of Work-Based Learning The Work-Based Learning component of the programme is managed in accordance with the QAA Code of Practice for the Assurance of Academic Quality and Standards in Higher Education: Section 9: Placement Learning September The subject team at North Lindsey has well established working relationships with a number of the largest employers in their region and a successful track-record in supporting participants undertaking studies within these companies. However, they are also aware of the need to ensure that all participants have an appropriate and equitable work-based learning experience. Where participants apply to join the programme from organisations that are not already known to the team, or from departments of known organisations where there is no experience of providing support for studying, those organisations are visited by members of the teaching team. An internal Project Sponsor, a member of the college staff, ensures that the participant has, for example, the appropriate access to information etc. (The project sponsor may or may not also take on the role of Mentor should the need arise). A member of the subject team will then meet with the mentor to ensure that there is full understanding of what it is the participant has been asked to undertake and of what is expected in the way of support. At this stage any issues around the equity of the learning experiences made available to participants are addressed. Where workplace mentors do not already possess the appropriate skills to take on the role they will be provided with guidance by the Project Sponsor and/ or the subject team. 29

30 6. Regulatory Framework The FdA Business and HRM is operated under the policy and regulatory frameworks of the University of Lincoln. The latest versions of all regulations and policies can be found on the Secretariat area of the Portal. 6.1 Admissions University Regulations (University of Lincoln, current edition) Admissions Policy (University of Lincoln, current edition) Accreditation of Prior Learning Policy (University of Lincoln, current edition) 6.2 Assessment Foundation Degree Regulations (University of Lincoln, current edition) 6.3 Progression Foundation Degree Regulations (University of Lincoln, current edition) 6.4 Placement Placement Policy (University of Lincoln, current edition) 6.5 Study abroad International Cooperation Policy (University of Lincoln, current edition) 6.6 Participant support and guidance Participant Support and Tutoring Policy (University of Lincoln, current edition) 6.7 Off-campus delivery 30

31 Academic Partnerships Policy (University of Lincoln, current edition) 6.8 Ethical Issues Ethical Guidelines (University of Lincoln, current edition) 6.9 Equal Opportunities Equality and Diversity Policy (University of Lincoln, current edition) 31

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33 University of Lincoln North Lindsey College Appendix I - Curriculum map FdA Business and HRM This table indicates which study modules assume responsibility for delivering (shaded) and assessing ( ) particular programme learning outcomes. Level Module Programme outcome pts Contemporary Business Analysis A1 A2 A3 A4 A5 A6 A7 B1 B2 B3 B4 B5 B6 C1 C2 C3 C4 C5 C6 C7 15pts Organisational Behaviour 1 15pts Principles of Marketing 15pts Introduction to HRM 15pts Financial Communications 30pts 30pts Learning and Development in Practice People Management & Development 15pts Decision Making 15pts Operations Management 30pts The Contemporary Employment Relationship 30pts Workplace Project FdA Business and HRM January 2009

34 University of Lincoln North Lindsey College Appendix II - Assessment Map This table indicates the modality of module assessment within the FdA Business and HRM. Percentages indicate assessment weighting. Shading indicates examination (as opposed to in-course assessment). Where assessment is group based, the entry is decorated with the letter 'G'. Those in italics are where the assessment may be spread across a number of weeks, such as presentations. Level Semester Module A Contemporary Business Analysis 12.5% 12.5% Week 1 A Principles of Marketing 50% G 50% A Organisational Behaviour 1: Evolving Perspectives on Management Essay 75% Reflective log 25% A Learning and Development in Practice PDP 30% B Contemporary Business Analysis 25% 50% B Financial Communications G 100% B Introduction to HRM G50% G50% B Learning and Development in Practice Learning Portfolio 70% FdA Business and HRM January 2009

35 University of Lincoln North Lindsey College Week Level Semester Module A People Management and Development 50% 2 A Operations Management Report 100% A The Contemporary Employment Relationship A Workplace Project Proposal 20% B Decision Making Group Presentation 50% B People Management and Development 25% 25% 33%? Individual viva 50% B The Contemporary Employment Relationship 34%? 33%? B Workplace Project Report 80% FdA Business and HRM January 2009

36 University of Lincoln North Lindsey College Appendix III - Benchmarking Analysis This table summarises the key features of the FdA Business and HRM, with the particular aim of demonstrating the mapping between programme learning outcomes and the QAA benchmark statement for Foundation Degrees and the subject of Business and Management. Programme outcome A1 examine the concepts of organisation and organisational environment and their relationship to management A2 evaluate the internal cultural environment of the organisation and the relationship between HR and the wider organisation A3 diagnose specific HR and general management problems and identify appropriate solutions A4 demonstrate an awareness of effective management and leadership within organisations, with particular emphasis on improved decision making A5 appreciate the importance of effective management and people development within organisations A6 recognise and differentiate appropriate operational HR strategies for meeting varied internal and external stakeholder needs within a changing environment A7 identify key contemporary issues in Human Resource Management Aspect of the subject benchmark statement addressed General Business and Management Benchmark statement 3.2 General Business and Management Benchmark statement 3.4 General Business and Management Benchmark statement 3.7 General Business and Management Benchmark statement 3.6 General Business and Management Benchmark statement 3.6 General Business and Management Benchmark statement 3.5; 3.10 General Business and Management Benchmark statement 3.7; 3.10 FdA Business and HRM January 2009

37 University of Lincoln North Lindsey College Programme outcome B1 become more reflective HR and management practitioners, and take responsibility for their personal development and their performance within workplace teams B2 demonstrate effective use of the interpersonal skills required to improve organisational performance B3 demonstrate effective use of the interpersonal skills required to improve organisational performance B4 evaluate and apply a range of different business theories, models and concepts, within the field of HRM B5 demonstrate self-awareness, openness and sensitivity in dealing with issues of diversity in an organisational context B6 recognise and reflect on the limits of their knowledge and the impact this may have on their ability to make decisions and solve problems Aspect of the subject benchmark statement addressed General Business and Management Benchmark statement 3.9 General Business and Management Benchmark statement 3.9 General Business and Management Benchmark statement 3.1; 3.9 General Business and Management Benchmark statement 3.3 General Business and Management Benchmark statement 3.9 General Business and Management Benchmark statement 3.6; 3.9 C1 demonstrate cognitive skills of critical thinking, analysis and synthesis C2 demonstrate effective oral and written electronic communication skills C3 display competence in the use of quantitative tools and techniques to organise and interpret data C4 identify and appraise the appropriateness and relevance of their own learning methods General Business and Management Benchmark statement 3.9 General Business and Management Benchmark statement 3.9 General Business and Management Benchmark statement 3.9 General Business and Management Benchmark statement 3.8; 3.9 FdA Business and HRM January 2009

38 University of Lincoln North Lindsey College Programme outcome C5 apply appropriate theoretical tools and techniques to specific management problems C6 appreciate the significance of lifelong learning C7 conduct effective research into management, individually or as a team member Aspect of the subject benchmark statement addressed General Business and Management Benchmark statement 3.9 General Business and Management Benchmark statement 3.8; 3.9 General Business and Management Benchmark statement 3.3; 3.9 FdA Business and HRM January 2009